Volusia center for excellence in education · PDF fileVolusia Center for Excellence in Education ... Math, Science, ... 2015 Project Performance and Evaluation:

TO BE PRESENTED BY THE VCEE EVALUATION TEAM

VOLUSIA CENTER FOR EXCELLENCE IN EDUCATION

Preparing for the Year 1 Evaluation Update July 30, 2015

Draft – Work in Progress


1 Draft: Prepared by Chris Yahn, VCEE Internal Evaluator July, 2015

Table of Contents

Overview, Goals and Significance .............................................................................. 2

Evaluation Team ........................................................................................................... 3

Common Language ...................................................................................................... 4

Evaluation Groups ........................................................................................................ 5

Assurances ................................................................................................................... 5

Detailed Explanation of Systems and Data Sources ................................................. 6

Project Performance and Evaluation .......................................................................... 8

Additional Data Sources ............................................................................................ 11

Appendix:

Stetson University Intern Exit Survey ...................................................................... 15



Overview: The Volusia Center for Excellence in Education (VCEE) is a collaborative teacher preparation program developed by four partners:

Stetson University (SU), nationally ranked university founded in 1883, with four colleges and schools located across central Florida

Bethune-Cookman University (BCU), rated the 3rd best historical black university in the US

Volusia County Schools (VCS), the state’s 13th largest school district New Teacher Center (NTC), a national nonprofit organization dedicated to

improving student learning by accelerating the effectiveness of new teachers and school leaders.

Volusia Center for Excellence in Education (VCEE) Goals:

Accelerate the effectiveness of beginning elementary educators by deepening

their content knowledge in English, Math, Science, and Social Studies Increase the first-attempt pass rate for FLDOE FTCE exams to 97% for VCEE

project completers by deepening their content knowledge through in-depth coursework incorporating 12 new core content modules plus labs into the curriculum and program requirements for SU and BCU

Train University Faculty Supervisors, Cooperating Teachers, and Peer Assistance Review (PAR) Teachers in the New Teacher Center’s research-based approach for instructional effectiveness

Improve pre-service teachers’ culminating field experiences by adding field experiences one week prior to the start of the school year and requiring clinical education training for Stetson University and Bethune-Cookman University supervisors and VCS cooperating teachers

Strengthen partnerships between Stetson University, Bethune-Cookman University and Volusia County Schools by using VCS evaluation system for pre-service teachers

Significance: The Volusia Center for Excellence in Education (VCEE) will create

knowledgeable elementary level teachers who understand deeply the content in all the core academic areas. In addition, NTC will provide rigorous professional development for university supervisors and Volusia cooperating teachers who will complete enhanced Clinical Education Training (CTE). SU and BCU faculty and VCS Peer Assistance and Review teachers (PARs/ mentors) all will receive NTC certification training in a research-based approach for instructional leadership. The ultimate goal is increased student achievement. The project will disseminate its unique approach and content modules so it will be replicable by school districts and teacher preparation programs throughout Florida.

http://www2.stetson.edu/vcee/

http://www.stetson.edu/home/

http://www.cookman.edu/

http://www.collegechoice.net/rankings/best-historically-black-colleges-universities/

http://myvolusiaschools.org/

http://www.newteachercenter.org/



The VCEE project plan includes strategic methods for measuring and documenting growth in the pre-service K-5 teachers’ content knowledge and instructional practices in the core content areas, as measured by impact on student learning. The final evaluation narrative shall include:

Qualitative and quantitative data with analysis,

Input/feedback from participants, and

Tools for evaluating activities (surveys, instruments, etc.).

Evaluation Team:

A representative evaluation member (Volusia, Stetson, Bethune-Cookman, and New Teacher Center) will serve as members of the evaluation team for the purpose of refinement of evaluation methodologies, review and support in the analysis of data, and input into the evaluation process.

Last Name First Name

Site E-Mail

Conway Kelly Volusia County Schools

[email protected]

Eitzen Amy Bethune-Cookman University

[email protected]

Fredrickson Tristen New Teacher Center [email protected]

Heins Bette Stetson University [email protected]

Park Jane New Teacher Center [email protected]

Parker Alicia Volusia County Schools

[email protected]

Picucci Ali New Teacher Center [email protected]

Piechura-Couture

Kathy Stetson University [email protected]

Tichenor Mercedes Stetson University [email protected]

Walden Lawana Bethune-Cookman University

[email protected]

Yahn Chris Consultant [email protected]

Common language helps teachers, coaches, and administrators communicate more

easily and specifically around the processes and strategies associated with this

educational initiative.

mailto:[email protected]



http://www.stetson.edu/other/faculty/profiles/elizabeth-heins.php




http://www.stetson.edu/other/faculty/profiles/kathy-jo-piechura-couture.php

http://www.stetson.edu/other/faculty/profiles/mercedes-tichenor.php





Common Language:

Word, Phrase or Acronym

Definition

BCU Bethune-Cookman University

CET Clinical Education Training Cooperating teacher A Volusia School District classroom teacher in that works

with the Pre-service teachers Co-PI Shared Principal Investigators – research group leaders

Core Content Subject Areas English/Language Arts, Math, Science, Social Studies

Core Content Faculty Experts

BCU and SU Faculty that will lead the core content module teams in their area of expertise – English/Language Arts, Math, Science, Social Studies

Culminating Field Experience

Pre-service teachers working in VCS classrooms with a cooperating teacher

Danielson Instructional Framework

The Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility

Demonstration Teaching Classroom

VCS classrooms that will be equipped with Swivl cameras and access to Torsh storage access

FL DOE Florida Department of Education FTCE Florida Teacher Certification Exams

LMS – Learning Management System

Blackboard or Bb – All partners will have log-in rights to Stetson Blackboard

NTC New Training Center – VCEE Partner

PAR – Peer Assistance Review

A veteran teacher in VCS –mentoring beginning teachers.

Pre-service teacher BCU and SU Students / Interns SU Stetson University – VCEE Partner

Supervising teacher BCU and SU Teacher Education Faculty Train-the-trainer model NTC will provide training to Supervising Teachers from BCU

and SU so that they can provide training to all new faculty members who will supervise pre-service teachers in the future.

VCEE Volusia Center for Excellence in Education

VCS Volusia County Schools – VCEE Partner

VSET Volusia System for Empowering Teachers



Evaluation Groups:

For the purposes of this project, pre-service teachers will be divided into three groups:

Treatment Group: Pre-service teachers who have had all the benefits provided

by the VCEE project: access to core content modules and labs for deeper

content knowledge, VCEE supervising and cooperating teachers with NTC

certifications, access to NTC online tools and regularly scheduled collaborative

discussions in the integration of these tools aligned to the Danielson Framework

and best practices for increasing student success

Hybrid Group: Pre-service teachers who have had limited, but some access to

VCEE project strategies

Control Group: Pre-service teachers from other universities, who have not had

any benefits offered through the VCEE project.

Assurances:

All cooperating teachers will be identified as high performing, effective CET teachers

On an annual basis, a minimum of at least 40 supervising teachers will

successfully complete the enhanced clinical education by Human Resources and Professional Learning

All Volusia County cooperating teachers and Stetson and Bethune Cookman

faculty will participate in the New Teacher Center coaching academies

The entire pre-service teaching experience is designed to promote growth. Through both formal and informal observations, college students receive valuable feedback from the cooperating teacher and their university supervising teachers. Through conferencing, student teachers are given opportunities to improve their own skills of reflection and self-evaluation.



Detailed Explanation of Systems and Data Sources:

System Title

System Host / Owner

System Description

Blackboard Stetson University – contact is Ben Brown ([email protected]) Site URL:

blackboard.stetson.edu

Collaboration, courses, surveys, grant Information, and links to all other systems and data sources. Course reports available: All users activity report,

course activity overview, course performance (by user, by group), and single course user participation. Collaboration tools available: announcements, blogs, contacts, calendar, surveys, polls

LiveText Both Stetson and Bethune Cookman maintain separate instances of system tools. Site URL: www.livetext.com Contacts: Stetson: Deb Holewinski, Coordinator, Teacher Education [email protected]

Bethune-Cookman: Luana Walden Coordinator, Teacher Education [email protected]

The LiveText system is used by both universities to manage the elementary education course-based activities, grades, projects and requirements from entry into the College of Education, through the internship, and finally through the requirement to graduate, Administrators and faculty use LiveText to evaluate data at multiple levels, with powerful and customizable reporting capabilities. Faculty and students use the system to manage and evaluate course objectives and student learning outcomes.

Learning Zone

New Teacher Center System for Managing the mentoring and use of teacher tools to improve instructional practice.

This system logs the mentoring between the supervising teacher, cooperating teacher, and the pre-service teacher (student intern) At the conclusion of each meeting, these fields are completed in the Online Tools Interaction Log:

o Date of Meeting and Type of Interaction



https://blackboard.stetson.edu/


http://www.livetext.com/

https://webmail.volusia.k12.fl.us/owa/redir.aspx?C=0cyu6hDz0kGBGE5qZ4F8I1Fb9GxoetII6SEbDXPRzfwDLsbpfKw-cSfuB0UUeFGHVgP7yQovXpA.&URL=mailto%3adholewin%40stetson.edu




Site URL:

learningzone.ntcportal.org/ Contact: Tristen Fredrickson [email protected]

o Focus of Interaction – linked to Danielson Framework

o Method of interaction o Topics Discussed

The Lesson Planning Tools: o Planning for Effective Instruction o Backwards Design o Designing Standards-Based Units of Study

Pre-Observation Conversation o Selective Scripting o Seating Chart o Content, Strategies, and Alignment

.A complete cycle includes: o Initial Learning Plan o Mid-Year Reflection o End-of-Year Reflection

MyPGS Volusia’s hosted system for evaluation and professional learning Site URL:

volusia.truenorthlogic.com Contact: Linda Knowles, Coordinator, Human Resources [email protected]

This system is maintained by Volusia School District, hosted through TrueNorthLogic. This web-based, role-based system will provide the supervising teachers and preservice teachers with professional learning opportunities linked to the Danielson Framework and will provide an evaluation template that replicates the evaluation process required by Volusia Schools. The evaluation forms include: walk-throughs, pre-observation conference, announced and unannounced forms, and the post observation conference. Ratings are linked to professional development opportunities to improve on your practice in that particular domain and/or component.







Project Performance and Evaluation: The following chart lists the qualitative and quantitative data analysis procedures, ways to gather feedback from all stakeholders, and the processes used for evaluating each major goal area of the grant.

Project Performance and Evaluation

Scope of Work Tasks / Deliverables Data Source Description

Data Location

Deepen K-5 pre-service teachers’ knowledge in core content

4 content modules in science, social studies, mathematics, and English language arts (12 individual modules) – progress monitoring of student completion and success – passing score for posttest 85%

VCEE Blackboard – teacher pre ad post-assessment results


Analysis of surveys associated with each module – to assist in editing and updating modules for future use (6 at SU, 6 at BCU)

Short polls Discussion forums Comprehensive

surveys

Evaluation of the content, design and methods is an important component built into the course design. Surveys will improve the quality and effectiveness of the courses and instruction.


Improve the passing rate of Florida Teacher Certification Exam (FTCE) – baseline 2014-2015 passing rate

Stetson and Bethune FTCE data – through Livetext

www.livetext.com

Identifying subject areas of weakness (analysis) and setting up lab experiences to support the subject-area modules

Year 2 – analysis of data – surveys following labs – Fall 2015-2016







Improve pre-service teachers’ culminating field experiences

Stetson and Bethune-Cookman supervisors and VCS cooperating teachers will have the option to log collaboration and use of web-based online NTC tools to support pre-service teachers – analyzing logs and tools used

At the conclusion of each meetings, supervising and cooperating teacher can complete fields in the Online Tools Interaction Log: o Date of Meeting o Type of Interaction o Time o Focus of Interaction o Method of interaction o Topics Discussed

and connection to the Danielson Framework

NTC Learning Zone is a portal that provides access to programs, PD, tools and resources to help new teachers advance their practice.

learningzone.ntcportal.org

Implement and manage role-based access to video space that supports the reflection of practice, coaching, mentoring, and building community.

Torsh Talent – video sharing and collaboration website

https://www.torshtalent.com/

University supervising teachers and school district cooperating teachers will

NTC monitors and reviews Learning Zone logs to support the collaboration of best practices in instructional methodologies

NTC Learning Zone


https://webmail.volusia.k12.fl.us/owa/redir.aspx?C=gQEIfeFwFUuJXXh_eF90JCNNOz7-d9IIYZb1J6WYwX3eA35YymhuA-lD6kHPWGb8BmRdU8XkXhA.&URL=https%3a%2f%2flearningzone.ntcportal.org




integrate the NTC research-based methodologies to increase instructional effectiveness

Use of the NTC tools and management of logs will be optional the first year of implementation

NTC Learning Zone


Strengthen partnerships with school district by using Volusia System for Empowering Teachers (VSET) - based on the Danielson Framework

All Volusia County cooperating teachers will complete the enhanced clinical education training program designed by the Volusia County HR and PD departments. The CET training outcomes regarding the development of a professional educator will be incorporated into the cooperating teacher’s Deliberate Practice Plan.

Observation forms, meeting notes, Deliberate Practice Plans

volusia.truenorthlogic.com

Train all Stetson and Bethune Cookman Education faculty who supervise pre-service teachers in the Volusia County Danielson Instructional Framework.

Use MyPGS activities and PD to gain aaan understanding of the Danielson Framework


Mentors (PARs, Supervising Teachers, Cooperating Teachers) provide support to pre-service teachers in understanding of Danielson Framework

Observation forms, meeting notes, Deliberate Practice Plans


Stetson and Bethune Cookman supervising teachers will complete one complete cycle of the

Announced Observation Cycle / Forms


Studying and reporting the impact of VCEE

Strategies

Year 1: June, 2015 - Collect baseline data and set up systems for common data sources

VCEE: Blackboard.stetson.edu

Volusia: TrueNorthLogic – MyPGS – Volusia.truenorthlogic.com


https://volusia.truenorthlogic.com/ia/adminLogin.jsp






New Teacher Center: learningzone.ntcportal.org BCU and Stetson:

Livetext.com

Additional data sources continually monitored and managed:

University students prior to pre-service internship - University courses / grades,

course load, field experiences, survey data, faculty facilitator, content-level

testing, certification subject area testing data

o FTCE Data

o Live Text – Student Data

Pre-service internship students - content-level testing, certification subject area

testing data, supervising teacher

o FTCE Data

o Live Text – Student Data

o Blackboard Modules

Supervising teacher – experience, classroom setting, evaluation rating, value-

added information, surveys

o Supervising teacher and cooperating teacher surveys

Students impacted by the project, in terms of the additional time that participating

university students and pre-service interns worked directly with students in

classrooms – classroom performance, classroom performance data

o Live Text data

School impacted by the project – number of supervising teachers, number of

classrooms affected.

o School Achievement Data – by teacher / by school



APPENDIX



Intern Exit Survey: Spring 2014 Fall 2014 Spring 2015

How has Stetson University’s Education Program prepared you to . . .

Mean

5 Prepared very well

4 Prepared well

3 Prepared neither well

nor poorly

2 Prepared poorly

Create learning experiences that are relevant to students. InTASC #7

4.4 4.8 4.7 60% (3) 79% (11) 71% (12) 20% (1) 21% (3) 29% (5) 20% (1)

Use a wide variety of resources, including human and technological, to engage students in learning. InTASC #8

4.2 4.8 4.8 60% (3) 79% (11) 76% (13) 21% (3) 24% (4) 40% (2)

Use a variety of instructional strategies to develop deep understanding of content for every student. InTASC #8

4.6 4.7 4.6 60% (3) 71% (10) 71% (12) 40% (2) 29% (4) 24% (4) 6% (1)

Reflect on own practice based on a variety of input (e.g., observation feedback, learner performance, self-reflection) to further professional growth. InTASC #9

5.0 4.8 4.8 100% (5) 86% (12) 88% (15) 14% (2) 6% (1) 6% (1)

Adhere to professional standards (e.g., Code of Ethics, professional standards, professional interactions with peers, parents, and supervisors). InTASC #9

5.0 5.0 4.9 100% (5) 100% (14)

94% (16) 6% (1)

Assume responsibility for student learning. InTASC #10 4.2 5.0 4.9 60% (3) 100% (14)

88% (15) 12% (2) 40% (2)

Collaborate with school community (e.g., peers, supervisors, other school professionals, parents). InTASC #10

4.0 4.8 4.5 40% (2) 86% (12) 65% (11) 20% (1) 14% (2) 24% (4) 40% (2) 12% (2)




Mean


4 Prepared well


nor poorly

2 Prepared poorly

Sp ‘15 N=5

Fa ‘14 N=14

Sp ’14 N=17

Sp ‘15 N=5

Fa ‘14 N=14

Sp ‘14 N=17

Sp ‘15 N=5

Fa ‘14 N=14

Sp ‘14 N=17

Sp ‘15 N=5

Fa ‘14 N=14

Sp ‘14 N=17

Sp ‘15 N=5

Fa ‘14 N=14

Sp ‘14 N=17

Design learning experiences that are developmentally appropriate for every student. InTASC #1

4.4 4.9 4.6 40% (2) 93% (13) 65% (1)) 60% (3) 7% (1) 35% (6)

Apply knowledge of individual differences and diverse populations to ensure inclusive learning. InTASC #2

4.8 4.9 4.4 80% (4) 93% (13) 47% (8) 20% (1) 7% (1) 47% (8) 6% (1)

Create an environment that optimizes learning opportunities. InTASC #3

4.8 4.8 4.9 80% (4) 86% (12) 88% (15) 20% (1) 14% (2) 12% (2)

Create a learning environment that encourages respect and rapport toward others. InTASC #3

4.4 4.9 4.9 60% (3) 93% (13) 88% (15) 20% (1) 7% (1) 12% (2) 20% (1)

Teach content in ways that are accessible and meaningful for all students. InTASC #4

5.0 4.9 4.7 100% (5) 93% (13) 71% (12) 7% (1) 29% (5)

Engage learners in critical and creative thinking in the application of content knowledge. InTASC #5

4.6 4.8 4.9 60% (3) 86% (12) 88% (15) 40% (2) 14% (2) 12% (2)

Use multiple methods of assessment. InTASC #6 4.2 4.8 4.6 40% (2) 86% (12) 65% (11) 40% (2) 14% (2) 35% (6) 20% (1)

Plan instruction that supports every student in meeting rigorous learning goals/standards. InTASC #7

4.2 4.9 4.8 40% (2) 93% (13) 82% (14) 40% (2) 7% (1) 18% (3) 20% (1)

Adjust plans based on assessment information and learner responses. InTASC #6

3.6 4.9 4.8 40% (2) 93% (13) 76% (13) 7% (1) 24% (4) 40% (2) 20% (1)




Mean


4 Prepared well


nor poorly

2 Prepared poorly

Create learning experiences that are relevant to students. InTASC #7

4.4 4.8 4.7 60% (3) 79% (11) 71% (12) 20% (1) 21% (3) 29% (5) 20% (1)

Use a wide variety of resources, including human and technological, to engage students in learning. InTASC #8

4.2 4.8 4.8 60% (3) 79% (11) 76% (13) 21% (3) 24% (4) 40% (2)

Use a variety of instructional strategies to develop deep understanding of content for every student. InTASC #8

4.6 4.7 4.6 60% (3) 71% (10) 71% (12) 40% (2) 29% (4) 24% (4) 6% (1)

Reflect on own practice based on a variety of input (e.g., observation feedback, learner performance, self-reflection) to further professional growth. InTASC #9

5.0 4.8 4.8 100% (5) 86% (12) 88% (15) 14% (2) 6% (1) 6% (1)

Adhere to professional standards (e.g., Code of Ethics, professional standards, professional interactions with peers, parents, and supervisors). InTASC #9

5.0 5.0 4.9 100% (5) 100% (14)

94% (16) 6% (1)

Assume responsibility for student learning. InTASC #10 4.2 5.0 4.9 60% (3) 100% (14)

88% (15) 12% (2) 40% (2)

Collaborate with school community (e.g., peers, supervisors, other school professionals, parents). InTASC #10

4.0 4.8 4.5 40% (2) 86% (12) 65% (11) 20% (1) 14% (2) 24% (4) 40% (2) 12% (2)





InTASC Standards

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well ask knowledge of learners and the community context. Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Prepared by: Deb Holewinski, BA, MPA Stetson University, Office of Teacher Education Programs

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Volusia center for excellence in education · PDF fileVolusia Center for Excellence in Education ... Math, Science, ... 2015 Project Performance and Evaluation: